本研究從生態系統理論居間系統觀點，探討兩位兩歲兒從家庭進入幼兒園的銜接經驗與適應過程及影響其適應的因素。研究採取質性研究參與觀察方式進行，從家庭決定送兩歲兒上幼兒園並同意參與本研究開始，到兩歲兒適應幼兒園結束，為期三個月。觀察及訪談資料運用主題分析法萃取出兩位兩歲兒上學經驗的主題。研究發現，生態系統理論的支持性連結原則的運作，攸關兩歲兒的適應表現。關乎兩歲兒入園適應的不只是以往強調的銜接策略（如入園前參訪、作息時間調整、生活物品的準備、入園陪伴），還包括家庭和幼兒園各自微系統內的正向互動（家人的共識與支持、幼兒的主動參與、同儕的扶持）、家庭和幼兒園所建立的居間系統的合力網絡（角色要求相容、雙方權力的調整與平衡、支持性連結）。這些因素交織成一個綿密的網絡，相互牽連而拉扯著兩歲兒入園路的軌道，當各層面交織融合時，幼兒的適應順遂，當其中有一因素出現斷裂時，便對幼兒的適應產生干擾或阻礙。

The purpose of this study was to understand two two-year-old children’s experience of family-preschool transition, taking the mesosystem concept of Bronfenbrenner’s ecological systems theory. Participant observation method was used to tap into the complicated interconnected networks among child, family, and preschool over a 3-month period. Data collected from field observations, interviews, and documents were analyzed with thematic analysis method. The results supported most of ecological systems theory’s mesosystem concepts, including multisetting participation, intersetting knowledge, child’s active participation, compatible role demands, goal consensus, balance of power, and supportive links, and the power of the interconnectedness of the child-family-preschool network..